Everyday behavior is getting increasingly attention, both in the prevention of mental impairment and the promotion of mental health – within and beyond the work context. The present study aimed to identify the importance of mental health activities for well-being and positive functioning of teachers, while taking affectivity into account. Teachers are confronted with various stressors, and identifying predictors of teachers’ well-being and positive functioning is important, not only for teachers’ personal health, but also for their students’ well-being and achievement. Based on the Broaden and Build (B&B) theory and Conservation of Resources (COR) theory, we assumed that (1) the practice of mental health activities is associated with well-being (i.e., positive mental health) and positive functioning (i.e., healthy and unhealthy work-related behavior and experiences), and that (2) mental health activities mediate the association between affectivity and the respective outcomes. These assumptions were tested in a sample of 326 German teachers (75% female, age: M = 44, SD = 11.85). The practice of mental health activities was associated with more positive mental health, more healthy work-related behavior and experiences, and less unhealthy work-related behavior and experiences. Moreover, mental health activities partly explained the relationship between affectivity and the respective outcomes. The present findings indicate the potential of mental health activities for mental health promotion in teachers but future studies are recommended in order to establish causal effects.

在工作环境内外，日常行为越来越受到关注，包括预防精神障碍和促进精神健康。本研究旨在确定心理健康活动对教师的福祉和积极运作的重要性，同时考虑到情感。教师面临各种压力，识别教师的福祉和积极功能的预测因素很重要，这不仅对于教师的个人健康，而且对于学生的福祉和成就也很重要。基于拓宽与建造（B＆B）理论和资源保护（COR）理论，我们假设（1）精神健康活动的实践与幸福感（即积极的心理健康）和积极的机能（即 健康和不健康的工作相关行为和经验），以及（2）心理健康活动可调节情感与相应结果之间的关联。这些假设在326名德国教师中进行了测试（75％的女性，年龄：M  = 44，SD  = 11.85）。心理健康活动的实践与更积极的心理健康，更健康的工作相关行为和经验以及更少的不健康工作相关行为和经验相关。此外，心理健康活动部分解释了情感与各自结果之间的关系。目前的发现表明，开展心理健康活动对促进教师的心理健康具有潜在的促进作用，但建议进行进一步的研究以建立因果关系。